Battistini, A. (2020, June), Integrating World Structures Reports, Presentations, and Themed Notes  Paper presented at 2020 ASEE Virtual Annual Conference Content Access, Virtual On line . 10.18260/1-2--34849

\bibitem{asee_peer_34849}
  Battistini, A. (2020, June), \emph{Integrating World Structures Reports, Presentations, and Themed Notes}
  Paper presented at 2020 ASEE Virtual Annual Conference Content Access, Virtual On line .
  10.18260/1-2--34849

Anthony Battistini.  "Integrating World Structures Reports, Presentations, and Themed Notes".  2020 ASEE Virtual Annual Conference Content Access, Virtual On line , 2020, June.  ASEE Conferences, 2020.  https://peer.asee.org/34849 Internet.  25 Apr, 2024

\bibitem{asee_peer_34849}
  Anthony Battistini.
  "Integrating World Structures Reports, Presentations, and Themed Notes".
  \emph{2020 ASEE Virtual Annual Conference Content Access, Virtual On line , 2020, June}.
  ASEE Conferences, 2020.
  https://peer.asee.org/34849 Internet.  25 Apr, 2024

@INPROCEEDINGS{asee_peer_34849
author = "Anthony Battistini"
title = "Integrating World Structures Reports, Presentations, and Themed Notes"
booktitle = "2020 ASEE Virtual Annual Conference Content Access"
year = "2020"
month = "June"
address = "Virtual On line "
publisher = "ASEE Conferences"
note = {https://peer.asee.org/34849}
number = {10.18260/1-2--34849}
}

TY  - CPAPER
AB  - Recently, there has been a widespread movement to implement culturally relevant pedagogical practices into engineering curricula. However, many faculty members do not necessarily know what this means or even how to accomplish the task. For faculty who do have knowledge in being culturally responsive, it is often a struggle to identify finite means by which to implement these ideas into engineering courses and to determine quantitative measures of success.

The following paper will examine the results of a systematic inquiry project undertaken as part of the author’s participation in the Certificate of College Teaching and Learning in Hispanic Serving Institutions through ESCALA Educational Services Inc. Through the project, the author took a third-year structural analysis class on a “tour of the world” through pictures, redesigned example problems, stories, and a World Structures Report and Presentation assignment. 

In addition to the implementation of the course, assessment data will be presented for two groups of students. The data for the first group includes the analysis of qualitative and quantitative post-test data, while the results of the second group will include a pre-test/post-test comparison to measure the students’ increase in cultural awareness.
AU  - Anthony Battistini
CY  - Virtual On line 
DA  - 2020/06/22
PB  - ASEE Conferences
TI  - Integrating World Structures Reports, Presentations, and Themed Notes
UR  - https://peer.asee.org/34849
DO  - 10.18260/1-2--34849
ER  -